Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1813. Adviser: Richard Schacht. Includes bibliographical references (leaves 262-271) Available on microfilm from Pro Quest Information and Learning.

<p> This dissertation is about impacts to the capacities for autonomy and collaboration for the cyborg self integrated with brain-machine (BMI) and brain-to-brain interfaces (BTBI). These capacities are dependent on the reorganization of the cyborg self boundaries which are contingent on the development cycle of the underlying BTBI multidimensional systems as evidenced in recent neuroscience research and development (Carmena et al., 2003; Fitzsimmons, Lebedev, Peikon &amp; Nicolelis, 2009; Hochberg et al., 2012; Pais-Vieira, Lebedev, Kunicki, Wang, &amp; Nicolelis, 2013; Pais-Vieira, Chiuffa, Lebedev, Yadav, &amp; Nicolelis, 2015; Ramakrishnan et al., 2015; Wessberg et al., 2000) and speculated by the science fiction of the Nexus trilogy (Naam, 2015a, 2015b, 2015c). </p><p> The central accomplishments of this study include furthering the concept of the cyborg by positing a cyborg self with representational, cognitive, and functional dimensions, and identifying the cyborg self as a special case of the &ldquo;cognitive assemblage&rdquo; (Hayles, 2017, p 11). My analysis entails understanding an interdisciplinary model of the self that addresses the dynamic nature of the biological self, the self as a process, as a complex system emerging from material, physiological, cognitive, psychological, and social processes that is autobiographical and unified, having ownership and agency of mind and body (Damasio, 2010; Hayles, 2017; Marks-Tarlow, 1999; Ramachandran, 2004) dovetailing (Clark, 2003, 2008) with nonconscious cognitive assemblages (Hayles, 2017). I demonstrate that the dimensions of the cyborg self are reorganized by the development process of BMI and BTBI further affecting the locus or loci of self. The recursive reorganization of the cyborg self boundaries and dimensions leads to greatly fluctuating capacities for autonomy and collaboration. </p><p> I discuss the competing cultural forces such as transhumanism, and government and corporate interests promoting and hindering the advancement of NBIC and BTBI research and development, as well as the role of science fiction as a futuring tool, and the possibility, probability, and preferability of a cyborg self in 2040. </p><p> The research design is essentially a case study of contemporary and speculative BTBI in which I analyzed the multidimensional systems that comprise BTBI, their functionalities, and their development evolution. I analyzed how the cyborg self, autonomy, and collaboration showed up for the subjects integrated with BTBI. As NBIC and BTBI progresses, autonomy and collaboration face many challenges as they become pendulums swinging between ever increasing and decreasing capacities that are contingent upon the latest development cycle.</p><p>

This thesis examines the nature of biological species, and argues that species are real. The thesis starts with a descriptive account of species drawn from biology. This includes taxonomic views, theories of speciation and theories in ecology. In this chapter a particular definition of species, 'the biospecies', is reached. The thesis continues in Chapter Two with a philosophical account of species, which aims at reaching an understanding of the kind of entities species are. The chapter concludes that species are natural kinds, but not as traditionally construed. Chapter Three looks closely at the use biologists make of species terms, and argues that biological theories are committed to such terms. That species terms cannot be dispensed with in biological statements indicates that species are real. If species are real, they are entities for which questions of identity make sense. Chapter Four reviews different criteria for the individuation and identity of species. All the criteria are found to suffer from problems of vagueness. In view of the difficulty of providing criteria for species identity, the thesis turns in the fifth chapter to two biological views---numerical taxonomy and neo-Darwinism---which claim that biological theories can dispense with species terms. But a look at these reductive theories shows that one loses a certain measure of explanation if species are dispensed with. In the light of the failure of the reductive theories, a fresh attempt is made in Chapter Six at giving a criterion for species sameness. This last chapter also serves as a general conclusion to the thesis.

In this thesis I employ a constructivist epistemological stance (principally influenced by that due to George Kelly) to critically examine the curricular response to contemporary notions of truth, objectivity and knowledge. I take science education (at both Secondary and Tertiary levels) as ray special reference within the education system. An important part of my work explores students' and teachers' personal meanings of science and scientific method, i. e. alternative conceptions of science, and I see it as contributing to the growing body of research concerned with alternative conceptions in science: the 'Alternative Conceptions Movement' (ACM) in educational research. To help articulate ray views on these matters I use an augmented version of a framework or model, developed by my immediate colleagues, for conceptualising cognitive aspects of science education and the transformation of scientific knowledge. My version of this framework features components under the following main headings: 'Scientists'-Science', 'Philosophers'-Science', 'Curricular-Science', 'Teachers'-Science', 'Students'-Science', and 'Childrens'-Science'. I argue that, suitably augmented and interpreted, Kelly's theory is capable of rationally integrating existing ACM research, together with my own. My classroom research uses a number of complementary investigative methods, some of them novel. These may be grouped under the following three headings: - interviews - lesson observations - written exercises I present an outline of a theory of teaching which is compatible with ACM research and make recommendations for future science teaching and research. N. B. To avoid an insidious (male) sexism and 'his/her' formulations which I find tedious, I shall use plural forms throughout this thesis, e.g. their, themself.

<p> This theoretical dissertation utilizes alchemical hermeneutic methodology to identify, compare, and critique core assumptions in modern physics and the Freudian, Jungian, and neuroscience paradigms. Common ideas and parallels in modern physics and analytical psychology are outlined and offered as a way to deepen understanding of contemporary neuroscience research on transference/counter-transference in psychotherapy. From the perspective of Freudian theory, based on Western rationalism, humans are understood as objects among objects operating in a universe of linear causality; the unconscious is understood as an epiphenomenon of biological processes, limited to personal dimensions. Consequently, the analytic process focuses on intrapsychic experience and transference is treated reductively. Neuroscience implicitly shares this worldview.</p><p> Analytical psychology understands consciousness as a temporary state born from and subordinate to the unconscious, which is archetypal in nature. Focus is on ego and archetype operating within the context of a dialectic relationship, each being relatively autonomous, proportionate to its scope. Essentially, archetype is understood as psychophysical in nature, existing in a transcendent unitary reality beyond the apparent duality of psyche and matter, which exhibits <i>acausal orderedness</i> expressible in patterns of archetypal number. Archetypal patterns describing the relationship between ego/matter and archetype/spirit are discerned and shown to reflect a <i>purposive course of psychic energy</i>. These include: spirit/archetype moves towards matter/ego and vice versa, but only reluctantly. Transference, ultimately, could be understood as manifestation of spiritual instinct, consistent with the purposive course of energy, therefore, also expressible in terms of patterns of archetypal number. These same patterns are expressed in terms of analogies to ideas from modern physics.</p><p> Consistent with analytical psychology, neuroscience demonstrates that right-brain (unconscious) develops prior to left-brain (conscious); with brain development dependent upon quality of early attachment relationship, which is <i>re-lived</i> in transference. The <i>double helix approach </i> to therapy is a psychophysical phenomenon in transference/counter-transference that displays dialect between the two brain hemispheres and centers of the psyche (ego and unconscious), thus, demonstrating remarkable parallels to the above described archetypal patterns. These patterns are expressed in terms of archetypal number. This suggests neuroscience might be better served by adopting a worldview consistent with analytical psychology and modern physics. </p>

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